Deciphering crosslinguistic transfer dynamics in L2 acquisition: A multidimensional contrastive analysis approach

Abstract

This paper embarks on a comprehensive exploration of crosslinguistic transfer dynamics within the realm of second language (L2) acquisition, anchored in the robust framework of Contrastive Analysis Theory (CAT). By meticulously dissecting the impact of native languages (L1) on phonological, lexical, and grammatical facets of L2 learning, the study uncovers intricate transfer mechanisms and elucidates their far-reaching pedagogical implications. Drawing on authentic translation cases from diverse linguistic landscapes, including Mandarin, Spanish, and Japanese, it vividly demonstrates both facilitative positive transfer and error-inducing negative transfer, thereby underscoring CAT’s efficacy in forecasting and interpreting learner errors. Notably, the research engages in a nuanced comparative analysis between CAT and contemporary transfer theories, such as the Cognitive Model of Transfer and Connectionist Theory (Seidenberg, 1993). By integrating CAT with cognitive and connectionist perspectives, this study advances a hybrid framework that addresses both structural predictability and learner-specific variability in transfer dynamics. This juxtaposition not only reveals the complementary nature of these theoretical perspectives but also reaffirms CAT’s enduring significance in shaping evidence-based L2 pedagogy. Through this multi-faceted investigation, the study not only advances theoretical understanding of crosslinguistic transfer but also offers a theoretically grounded pedagogical model for cross-linguistic error mitigation to develop targeted instructional strategies.